Explaining Education Model of «Media Literacy» in Education System

It can definitely be said that the basis of many developments in today’s world in cultural, social, economic, political and moral aspects is a change in the discipline and system of communication and especially the widespread use of mass media, social networks and new technologies associated with it over the past several decades. These developments demand new literacy to empower people to participate in the world overwhelmed by media. “Media literacy”, as an undeniable necessity of the present era, is an important part of the development of human communication that must be taught to young children and to high school students before going to university.
This article explores the operational model for media literacy education for children, based on modern educational approaches. Our definition of media literacy is an outcome of the existing definitions and a conflation of critical thinking skills with communicating knowledge about media content. The suggested model in this article is a project consisting of three stages of reading aloud in preschool age, teaching philosophizing with children in the early years of primary school, and teaching media content in the final years of primary school while institutionalizing infrastructures at the inner minds of children needs media knowledge structure in the agenda. Reflective educational, dialogic and exploration-based style is the inseparable principle of this model that can create a reflective, responsible, critical and creative approach toward media texts in children and lead them to have a more accurate judgement in affairs.